運用教學媒體對學生社會科學習成就與學習動機之影響

• Main Authors: YU YU CHUAN, 余鈺娟
• Other Authors: 高世州
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/92596958569607968409

碩士 === 高苑科技大學 === 經營管理研究所 === 99 === The purpose of this study is to investigate the effect of using different instructional media to teach elementary school grade three social studies on students’ learning outcomes and learning motivation. In addition, students’ attitudes and opinions concerning the use of instructional media for social studies and the advantages and disadvantages of different instructional media are discussed. The study subjects are 58 students from two grade three classes in one elementary school at Kaohsiung city. The experiment period lasted six weeks, and there were a total of six class sessions for the experimental teaching. The researcher randomly assigned one of the classes as the experimental group, which received animated instructional media during the social studies class session; the other class, on the other hand, was assigned as the control group and it received flash card instructional media during the social studies class session. Before the experimental teaching, students from both groups received a pre-test on social studies learning outcomes and on social studies learning motivation scale. At the end of the experiment, these two above-mentioned tests were conducted again on students from both groups as post-tests, and in addition, each of the students had to fill in an instructional media-learning questionnaire and to receive a post-teaching interview. In order to present the effects of different instructional media on students’learning outcomes and motivation, both quantitative and qualitative data are included in the data collection and analysis. Besides using the “Social Studies Learning Outcome Test”and the “Social Studies Learning Motivation Scale” to collect quantitative data from the study subjects, qualitative data including classroom observation and recording, introspective teaching journals, the Instructional Media Learning Questionnaire, and student interviewing were adopted to further investigate students’ attitudes and opinions on their teachers employing instructional media for social studies and the differences between the two instructional media on teaching. Here are the major findings of this study: 1. There is a significant difference between the experimental and the control groups in terms of the students’ performance on the social studies learning outcome test. 2. There is a significant difference between the average performance students of the control group and of the experimental group on their social studies learning outcome test performance. However, for the above- or below-average students, there is no such a difference between the control and the experimental groups. 3. There is a significant difference between the experimental and the control group in the total learning motivation score. 4. There is a significant difference between the above-average performance students of the control group and of the experimental group on their learning motivation total scores. Nevertheless, for the average and the below-average students, there is no such a difference between the control and the experimental groups. 5. Students demonstrate a quite positive attitude about using instructional media on social studies classes. They consider that the use of instruction media can improve their social studies learning. Keywords: Social studies, Instructional media, Social studies learning outcomes, Learning motivation, below-average, average, and above-average performance.